Theories, Principles and Models in Education and Training

This report analyzes and applies models, theories, and principles related to learning, learning preferences, communication, assessment, curriculum and development, reflection, and evaluation in education and training. It includes an analysis of theories, models, and principles of learning, communication, and assessment, as well as ways in which they can be applied to teaching, learning, and assessment. The report also discusses models of learning preferences and how identification and consideration of individual learning preferences can enable inclusive learning, assessment, and teaching.

Unit 502: Theories,
Principles and Models in
Education and Training

Contents
Contents...........................................................................................................................................2
INTRODUCTION...........................................................................................................................1
TASK 1............................................................................................................................................1
1.1 Analysis of theories, models and principles of learning........................................................1
1.2 Explanation of ways in which principles, theories and models of learning could be applied
for teaching, learning as well as assessment................................................................................2
1.3 Analysis of models of learning preferences...........................................................................3
1.4 Explanation of how identification along with taking account of individual learning
preferences of learners enables inclusive learning, assessment together with teaching..............3
TASK 2............................................................................................................................................4
2.1 Analysis of models, theories addition to principles of communication.................................4
2.2 Explanation of ways wherein theories, models together with principles of communication
could be applied to learning, assessment as well as teaching......................................................6
TASK 3............................................................................................................................................7
3.1 Analysis of theories, models and principles of assessment...................................................7
3.2 Explaining ways wherein models, principles and theories concerned with assessment could
be applied in assessing learning...................................................................................................8
REFERENCES..............................................................................................................................10

INTRODUCTION
The term education refers to a process comprising systematic learning of something at an
institution which develops judgement as well as reasoning in an individual (McGrath and Et. Al.,
2019). However, training is said to an act entailing imparting particular skill set or behaviour to
an individual. Theories, models and principles related to education and training assists lecturers
of specialised area to connect to all types of students.
The present report highlights analysis and application of models, theories and principles
associated to learning, learning preferences, communication, assessment, curriculum and
development as well as reflection and evaluation.
TASK 1
1.1 Analysis of theories, models and principles of learning
Learning could be said to a process that includes acquiring new knowledge, preferences,
understanding, values, behaviours and values. For a lecturer in specialised field of Information
Technology, learning is significant as it makes them feeling happier together with more fulfilled
in lives and careers.
Theories of learning:
Scaffolding theory: The learning theory defined by Vygotsky states that ability of student
to learn content or information is possible through help of more informed people. It is an
approach wherein a student understands or learns educational content through carrying out
learning activities with someone having better understanding of material. The lecturer if uses
scaffolding theory, they can break new concepts for making learning of students more easily.
Procedural v Declarative knowledge: Procedural knowledge could be states to the
knowledge related to the ways of performing certain categories of cognitive practices,
comprising, decision making, problem solving along with reasoning. In contrary, declarative
knowledge is all about things as well as facts (Hwang and Et. Al., 2019). It includes knowledge
which is stored in memory addition to static in nature. A lecturer can use declarative knowledge
with conscious awareness that they have understanding about the information.
Models of learning:
Gregorc Learning model: The learning model focuses towards deep into ways in which a
mind works. In accordance to the model, a learner has dominant quadrant of mind that
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overpowers mental practices to determine learning style of individual. With Gregorc learning
model, a lecturer can help students of Information technology learning ukulele having relevance
with strumming patterns of devices the students are already familiar with so to learn quickly
enough.
Felder-Silverman Learning Style Model: The learning model puts emphasis towards the
fact that each person has own preferences to grasp new content or information. There are some
learners having multiple preferences while some shift from one to another. Active and reflective
method, sensing and intuitive method, visual and verbal method as well as sequential and global
learning methods that a lecturer can use while improving learning of students with use of the
model.
Principles of learning:
Principle of participation: The principle says that learning must permit together with
inspire active participation of learner (Wong, 2020). With principle of participation, a lecturer
can foster motivation along with engage more senses which reinforces process of learning.
Principle of feedback: In accordance to the principle, feedback gives students detailed
information associated to their progress. By using principle of feedback, the lecturer in area of
information technology not only guide students to correct mistakes, rather reinforce them for
better learning.
1.2 Explanation of ways in which principles, theories and models of learning could be applied
for teaching, learning as well as assessment
In the field of teaching, learning and assessment, models, theories and principles related to
learning can be applied for permitting reliable prediction of effectiveness of instructional tactics.
Scaffolding is all about breaking up learning into smaller chunks as well as providing
structure and tools with each chunk. With application of Scaffolding theory, a lecturer in
specialised area of Information Technology might preview or provide text as well as content to
expand their understanding of material in more manner than they would on own (Hoi, 2020).
Lecturer in area of Information Technology can apply Gregorc Learning model so to
create an organised learning environment with huge number of devices or tools for successful
processes of learning. With this, students are able to memorise information in quick manner and
interpret on the basis of prior knowledge.
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With application of principle of participation, a lecturer in field of information
technology is able to make students learn more fastly together with retain learning for longer
time period. The lecturer makes arrangement of physical surrounding in order to facilitate
interactions addition to promote sharing of ideas among students in group. At same time,
application of principle of feedback can be applied by lecturer so to enhance student
engagement, improve their confidence as well as enthusiasm for learning.
1.3 Analysis of models of learning preferences
Learning preferences are defined as how much an individual prefers certain modalities of
education over others. It is the way wherein an individual learns. Models of learning preferences
that are used by lecturer to look towards how student learns are as analysed:
Fleming VARK model: The learning preference model is propounded by Neil Fleming to
assist students to learn more about own learning preferences. Key styles of learning that are
preferred by students are visual, kinesthetic, auditory and read/write (Kamal and Radhakrishnan,
2019). The model says that each learner in information technology or other area experiences
learning with one of the style. The lecturer by using the model divides learners into Type one and
Type two wherein Type one learners switch among four learning styles according requirement of
the situation. While, Type two are slow learners as they have one preference.
Hermann Brain Dominance model: The model is a mechanisms introduced for
determining individual’s’ learning preference. On the basis of outcomes of Hermann Brain
Dominance Instrument, the model is used by lecturer to suggest that students can be
humanitarians, theorists, innovators or organisers. The model assist lecturers to make sense of
each student and how they think.
1.4 Explanation of how identification along with taking account of individual learning
preferences of learners enables inclusive learning, assessment together with teaching
With identification and taking account of learning preferences of individuals, lecturers in
specialised area enable inclusive learning, teaching and assessment as they become aware about
way in which brain learns best. In this aspect, Fleming VARK model that is proposed by Neil
Fleming is effective in inclusive learning, assessment and teaching (Mirza and Khurshid, 2020).
Further, lecturer in area of Information technology can use learning preferences of students for
encouraging involvements of each learner, provide opportunities for learning about together with
accepting individual differences. For example, identifying that a student prefers learning through
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auditory style, the lecturer help them to understand as well as remember things or content at
individual level. Auditory learners prefer to read loudly despite of silently, even in situation
when they are alone. Identification of learning preference is significant way for focusing how a
learner absorbs, processes, comprehends addition to retain information for assessment. As most
of people have preferred approach to learn, some learn best through observing each step of
others, some through listening, while others need to do it for learning things.
TASK 2
2.1 Analysis of models, theories addition to principles of communication
Communication is said to two-way process through which ideas, information or views are
exchanged among people by using common system of signs, behaviour and symbols (Nguyen
and Et. Al., 2020). In education and teaching, it is both expressive as well as receptive. For
instance, teachers or lecturers communicate with students not only for conveying information or
content, but to encourage efforts, stimulate thinking along with modifies attitude. Without
communication, there are chances of development of stereotypes, messages become distorted
addition to learning is stifled.
Theories of communication:
Jean Piaget cognitive development theory: It is well said that communication depends
on cognitive development aspects. Piaget’s theory purports that language of children reflects
development of reasoning along with logical thinking skills in stages, each having particular
name addition to age reference. The theory epitomizes approaches of language linked
communication by distinct stages of development (Pituła, 2022). The first stage is sensorimotor
stage that replicates age from birth to 24 months, second stage is preoperational stage that
imitates toddlers to 7 years, third stage is concrete operational stage reflects generations till 11
years and stage four is formal operational that mirrors towards adulthood. The theory is based on
the belief that students or children participate actively in learning process and act similar to little
scientists because they perform experiments, learn about world and make observations.
Act theory of communication: It is propounded by John R Anderson in 1947. The theory
is based on cognition along with provides all actions that are performed by human being at the
time of communicating information to others. Modules, pattern matcher as well as buffers are
main components of the theory. Lecturer in specialised area of Information technology can use
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Act theory of communication for evaluating mental capabilities of learners in quantitative
measures.
Model of communication:
Shannon and Weaver linear model of communication: The communication model that
says that communication between humans can be broken into six key concepts that are as
follows:
Figure 1 Shannon and Weaver Model of Communication. 2022
(Source: Shannon and Weaver Model of Communication. 2022)
 Information source: It is sender of process of communication which is responsible to
convey message to receiver (Foley, 2020). For instance, lecturer in specialised area of
Information Technology gives motivational speech for new learners in orientation
program through dynamic microphone.
 Transmitter: It is message converter which changes message into signal for transfer with
the help of communication channel. Lecturer’s speech transmits by using microphone in
which microphone converts words into signals for transfer through electric current on
wire.
 Channel: The medium which conveys message from sender to end receiver. For instance,
wire of microphone is the channel which conveys messages from lecturer of Information
technology to learners.
 Receiver: People who convert signal into meaningful message are receiver. For instance,
learners or students are receiver who are responsible for processing signal addition to
sound into meaningful and understandable message.
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 Destination: It specifies receivers and senders of process of communication who encode
together with decode message. Noise Source: An unwanted sound of process of communication which disrupts effective
stages of communication. For instance, physical noise distracts students from hearing
what lecturer is saying in the speech.
Transactional model of communication: It describes communication as sequential activity
wherein communication generate realities of society within rational, cultural together with social
contexts. If lecturer of Information Technology uses transactional communication model, they do
not just communicate with students for exchanging messages, rather communicate for shaping
self-concepts, creating relationships and engaging in dialogues for devising communities.
Principles of communication:
Principle of timeliness and urgency: As per the principle, communication must be done
with appropriate impact level, at proper time as well as urgency with the aim of ensuring that
messages or information are understood for attaining objective (Braithwaite and Schrodt, 2021).
Principle of Clarity: The soul of any message or information is clarity. It states that
messages should be written in ordinary and simple language that are clear or appreciable by
others.
2.2 Explanation of ways wherein theories, models together with principles of communication
could be applied to learning, assessment as well as teaching
In learning, assessment and teaching, models, theories and principles of communication
makes a person effective educator. Lecturer in specialised area of Information Technology can
apply Jean Piaget cognitive development theory so to develop better understanding of thinking of
students. With this, lecturer can align their strategies with cognitive level of students. The theory
stressed that students or pupils are not only passive recipients of information, but they are
constantly investigating as well as experimenting because they develop understanding about
working of the world.
With use of Shannon and Weaver linear model of communication, lecturer can attach
feedback mechanism (Lin and Lin, 2020). Use of the communication model can provide
lecturers a framework to analyse the ways in which messages are sent together with received.
With this, lecturer can also more effectively identify pressure points in which communication is
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distorted. It enables the lecturer to look towards crucial steps in communicating information
with children from beginning to end while teaching essential chapters.
Principle of Clarity could be applied in teaching, assessment and learning by lecturers so to
spelt out the idea of message while communicating. Lecturer is required to word each sentence in
the manner that receiver understands it in same way that sender prefers to convey. Lack of
ambiguity from lecturer side must be in the message. With clarity in communication, lecturer can
minimise of eliminate all types of possibilities related to miscommunication along with
confusion. At same time, principle of timeliness and urgency can be applied in teaching, learning
and assessment by lecturer in specialisation of Information technology so to communicate
messages or contents at proper time and with desired accurate level.
TASK 3
3.1 Analysis of theories, models and principles of assessment
The term assessment refers to process of stating, selecting, designing, gathering, analysing,
interpreting along with making use of information for enhancing learning and development of
students (Kaufman, 2018). Lecturer uses assessment for measuring progress in learning of
student.
Theories of assessment:
Behaviourism theory of assessment: The assessment theory states that teachers or
educators pay attention to consequences as well as causes which arise from behaviour of
children. It is believed that intentional behaviour performed by learners are controlled through
consequences together with antecedents that states that an event which played significant role in
bringing the behaviour. With the behaviourist approach, teachers or lecturers assesses students
with intense observation in which they control along with maintain environmental factors.
Constructivism theory of assessment: It is formative approach despite of summative.
Constructivism theory is about improving quality of learning of students but not to provide them
evidences so to evaluate or grade learners. With this theory, assessors respond towards specific
needs together with characteristics of students and their knowledge level.
Models of assessment:
Procedural model of assessment: It is concerned with guidance including systems which
are devised for the purpose of ensuring consistency as well as thoroughness (Young and Et. Al.,
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2018). Use of procedural model of assessment by lecturer provides only snapshot assessment,
rights and concerns of students as well as paying little attention to strengths of children. The
assessment model when used effectively by teachers or other professionals, they fulfil agency
function through gathering information or content to see whether subject fit criteria of objective.
Questioning model of assessment: In this, teachers or professionals holds expertise along
with follows format of questioning for listening together with processing answers. The model
emphasis on nature of questions together with the ways in which information is used in
education. With this model, lecturer identify problems as well as highlights most suitable
approach for solving issues faced by students in assessment.
Exchange model of assessment: The model focuses on two-way flow of information
with professionals or practitioners helping learners to articulate needs addition to explore and
expand possibilities. Through the model, service users become professional or expert in context
to own needs as well as involvement in own assessment becomes empowered. With this, it is
acknowledged that assessment of an individual or learner lies in problem solving capabilities.
Through developing trust, educators seek compromise among needs and that of choices of
involved parties. It puts more emphasis on holistic assessment of a person in relation to
individual over time.
Principles of assessment:
Principle of reliability: It states that a training provider’s assessor is required to
consistently interpret evidence of assessment and no matter who is or will assess, results of
assessment are comparable. Given similar conditions for same unit of competency, it is essential
for all assessors to reach same conclusion related to abilities of learner.
Principle of flexibility: As per the principle, assessment is flexible at the time it is
designed in the manner it does not stop learner or children from completing it in simple manner
because of personal factors (Black and Wiliam, 2018). Flexibility in assessment motivates
students together with engages them in process of learning through giving certain control over
learning.
3.2 Explaining ways wherein models, principles and theories concerned with assessment could
be applied in assessing learning
To assess learning of students, lecturers can apply theories so to get academic
achievement of students and improve their learning skill. Application of behaviourism theory
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of assessment by lecturer to assess learning can be possible as lecturers heavily use positive
reinforcement comprising good grades, prizes along with verbal praise. Lecturers are required
to assess to see factors that can cause unintentional behaviour as well as develop some
predictions to determine reasons behind likely occurrence. Likewise, with application of
constructivism theory of assessment, lecturers can assess learning of students through
emphasising on learner centred education as well as encouraging students to acquire more
knowledge themselves with active participation together with willingness.
Application of procedural model of assessment by lecturer in assessing learning
supports or informs judgements that are made through professionals (Hamers, Ruijssenaars and
Sijtsma, 2020). With this, lecturer meets need of students as well as provide snapshot of
strengths and potentials of learners. However, use of the model diverts lecturer from rights of
individual learner over quality of life. Similarly, questioning approach of assessment could be
applied by lecturer to assess students’ learning through focusing in questions along with the
ways students uses information to answer set of questions. Effective questioning presents
variant opportunities for children in classroom and are planned by lecturer in the manner that
range of responses are projected.
Principle of flexibility could be applied by lecturer to assess learning through multiple ways
to be flexible with assessment while maintaining rigour, continuing providing required structure
as well as challenging students of information technology. With this, lecturers are able to
respond towards distinct learners needs, interest’s addition to abilities. Similarly, principle of
reliability could be applied for assessing learning of student by lecturer with instructions for
giving guidance of judgement on performances together with answer to questions of assessment.
TASK 4
Analyse theories and models of curriculum and development.
There are various theories and the models of curriculum in teaching IT. It basically
focuses at identifying the theories of learning, identifying and discussing the co relation among
the practices of teaching and the learning theories and making new strategies to teach IT. There
are majorly three theories linked with the human behaviour which are discussed below :-
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 behaviourism theory – this can be achieved by teaching students easy tasks. The
behaviour Of students can be recognised by their surroundings by how an individual
respond to anything. For the learning it requires the behavioural change. The human
psychology is not concerned by the consciousness of the human , instead of this learning
the behaviour of which the focal point is the action of the leaner who is learning IT. Also
they can behave in a particular way if they were given the immediate feedback weather it
is positive or negative. This theory is the most known concept in which teachers focuses
on how the students learn. The theory mainly focuses on concept that every behaviour is
learned by interacting. The behaviourism is the key for the teachers as it effects on the
reaction and behaviour of the students within the classroom. The theory suggest the
teachers to influence the behaviour of their students. This also aids the teacher to
understand the home environment of the student (Rata, 2019).
 Cognitivist learning theory – the two theories have been putted together to form this
theory which considers that the new IT learning process must be designed. This theory
focus mainly on how the content is getting received, organised, implemented stored by
the human mind. The mind acts as the processor of information just like the computer.
This theory basically looks beyond the visible behaviour, and taking learning as the
internal mental process. In this way the students gets involve in the way they mentally
process the information of IT. Some of the areas for the development are memory,
thinking, problem solving, and knowledge. This theory's focal point is to assist students
in learning how they can maximise their brain's potential. The process of learning IT
acquires knowledge, thoughts, sense and the experience. There are also some teachers
who believes that the useful learning not only means that a student should remember facts
and techniques but also know the real and personal meaning of that (Deng, 2018).
 Humanist learning theory – this theory pays attention on the effective ways to teach all
the students. This theory says that how a student Should learn and how their requirements
should also get fulfilled for the better leaning. This theory involves social skills, artistic
skills, practical skills and many more. Some of the key learning aspects in this theory are
self esteem, targets and full independence. This theory concept is that if the students are
feeling low and sad then they are not able to focus on their learning. So, teachers create a
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environment for the students in which they can feel comfortable so that they can pay
attention on their studies.
Explain ways in which theories and models of curriculum development can be applied in
developing curricula in own area of specialism
This specific curriculum has been created for the development and enhancement of
curriculum and evaluation in ensuring that the required for the development and improvement of
the student. The special curricula which involve the implementation of the curriculum theories to
programme design. This involving is meeting the requirements of an organisation as it shows up
the accurate standards and create the opportunities for the experience of the employer and
vocational. Flexible learning encourages the students to have the option to relate the
achievements to show up the timescales and the resources to boost up the equality and diversity.
Product-based theory is linked with making goals and outcomes in relation to the information
given by the teacher. While process-related theory provides the concepts which are linked with
the interactions that take place during the provision of curriculum information and pays more
attention to the teacher-student relationship (Shepard, Penuel, and Pellegrino, 2018). The
development of curriculum development has created a number of models that can be used by
teachers to make more accurate and informed decisions about how to set up the curriculum. It is
important to consider that this model affects the instructional model, with a focus on the
planning, implementation, execution and evaluation phases and this directly impacts the
students. However, it should be ensured that curriculum decisions are influenced by external
factors such as authorities, stakeholders and funders.
Product theory - the target model is the product-related theory of curriculum development. This
model focuses on behaviour in terms of learning theory. The model identifies the structure of
learning and assessment around them. The usage of this model is very advantageous. it can be
standardized to a wider extent and its execution can enable alignment with awarding and funding
bodies for the organization. This type of model can be very effective within a modular program,
especially when combined with graded performance levels. Additionally, it can be a great tool
when used to teach IT learners of different skill levels, people with special educational
requirements, and people with difficult-to-manage behaviours. one of the practical example of
this model is, it can be utilised during the stage of planning to set and adjust learning aims that it
can be used to identify what has been accomplished by IT learners at the end of a lessons. In fact,
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this model was designed by , who recognised that learning objectives could also be differentiated
through the usage of verbs, know, understand, evaluate, analyse. The use of this model are some
of the considerations such as the purpose of education, the learning aims to be pursued, the
organization of learning, the evaluation of the learning that has taken place (Grant, 2018).
Process Theory – In contrast to the product-based model, this comes from the process-based
theory of development of curriculum. In terms of learning theory, this model is in line with
humanism and its mechanisms can be regarded as relatively clear. The model figure outs the IT
learning content, but puts it in the context of their learning. Similar to the product-based model,
this one also has its limitations like, it cannot be rolled out on a wider scale as it faces some
difficulties to adapt to buyers. This model is based on the situational approach. The model is
responsive to transforming curricula with culture and society, which can have many advantages
as it strives to meet the requirements of all stakeholders. This means that it takes into account the
necessities of individual of IT learners and tries to meet them. This responsiveness can present
difficulties for curriculum providers who need to make sure they stay current. It can be a tough
task to analyze each phase of their development. An optional form of the process model is the
problem one. The model aims to allows the learners to apply learning beyond a level of
understanding, thereby integrating the discovery approach to learning and reflection as a tool in
the learning process (Claramita and et. Al, 2019).
TASK 5
Analyse theories and models of reflection and evaluation.
Kolb’s learning styles
This is a style of mastering that works on two stages a four-step IT gaining knowledge of cycle
and four separate studying styles. Much of his concept deals with the inside cognitive tactics of
the IT learner. This IT studying consists of acquiring abstract standards that can be flexibly
applied in extraordinary situations. New experiences provide the impetus for the development of
new concepts. Kolb’s gaining knowledge of style ideas is typically represented by way of a four-
step mastering style the place the learner touches all the basics. The four ranges are:
• Reflective remark of the new journey with difference that means between experience and
understanding.
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• Concrete trip is a new situational trip or a reinterpretation of present experiences.
• Abstract conceptualization resulting in a new thought or a modification of an existing summary
concept.
Although through lively experimentation, the learner can practice them to the world around them
to see what results they produce (Miles and Scott, 2019).
Learning Styles of Honey and Mumford
This mastering fashion is based totally on the Kolb gaining knowledge of fashion model, which
you can use to create your very own learning style questionnaire, as Kolb’s LSI has less which
means for executives. They basically use questionnaires that look at people’s everyday
behavioural tendencies because most human being assume about what they are learning.
Therefore, Honey and Mumford’s gaining knowledge of styles use questionnaires to make
individuals an tremendous IT learners and strengthen them to be aware of their IT mastering
patterns or desires. It aid them in making sensible decisions, and enhance IT gaining knowledge
of abilities to boost and elevate awareness. The questionnaire builds on a continuum that offers 4
learning styles. These styles are:
• Theorists: These beginners use their opportunity to recognise the speculation at the back
of the activities. They use models, truths, and ideas with a particular aim to engage in the
learning process. You enjoy dissecting new data and integrating it into a methodical and
constant “hypothesis”. They use models, stories, statistics, quotes, history statistics and
follow standards theoretically to their getting to know activities.
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• Pragmatist: You are acknowledged for waiting for how you will put what you have
discovered into exercise in your current reality. For them, conceptual ideas and new
creations are confined equipment unless they have a sensible use for them. His way of
working involves speculation, experimenting with new ideas and methods to see if they
work. They take time to replicate on applying their IT studying to real life, case studies,
trouble fixing and discussions to study better.
• Activists: These are humans who learn by open learning IT and making use of it with no
inclination to new encounters. Brainstorming, competition, problem solving, puzzles,
function play, team discussions, etc. Are their mastering activities.
• Reflectors: This group of people learns by observing and reflecting on what happened.
They would rather watch from the side-lines than get involved, stand behind and view
games from different angles to gather information and seize the opportunity to work
towards a proper conclusion. Your learning activities are self-analysis questionnaires,
time-outs, couple discussions, personality questionnaires, observation activities,
interviews, etc. (Griffin, 2018).
explain ways in which theories and models of reflection and evaluation can be applied to
reviewing own practices.
By reflecting on one’s own practice, theories and models of curriculum development can be
influenced. Some of them are:
Scaffolded interrogation – scaffolding in education refers to a variety of instructional techniques
used to progressively move students towards greater understanding and independence in the
learning process. In scaffolding, teachers provide sequential levels of temporary support that help
students achieve higher levels of understanding and skill acquisition. In scaffolding, when the
supporting strategies are not needed, they are gradually removed and more attention is paid to the
learning process. Scaffolding is an effective teaching element as it is used to bridge the learning
gap, the difference between what the student has learned and what they should know. Examples
of scaffolding are:
• The IT teacher gives students a simplified version of a lesson, assignment, or reading,
and then gradually increases the complexity over time.
• The IT teacher describes a concept, a problem in different ways to ensure understanding.
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• IT students are given a sample or model of a task to be completed.
• Students receive a vocabulary lesson before reading a difficult text (Gagné, 2018).
CONCLUSION
From this above report it has been concluded that . Training is said to an act entailing imparting
particular skill set or behaviour to an individual. The two theories given for learning is
Scaffolding theory and Procedural v Declarative knowledge theory. And the models given for
learning are Felder-Silverman Learning Style Model and Gregorc Learning model. The three
theories linked with the human behaviour which are behaviourism theory, Cognitivist learning
theory, Humanist learning theory.
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